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Where Do the Failed 0.1% Go? (2015) [pdf]

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Re: Where Do the Failed 0.1% Go? (2015) [pdf]

#111

Post by fjdlwlv »

Moshe_Silnorin wrote: post #103
narrator wrote: post #31

Warning! /r/iamverysmart post ahead! I normally wouldn't engage in this, as it's extremely poor manners and terribly arrogant, but it's on topic here and I think other potential /r/iamverysmart posters might benefit, so here goes: One of the problems of being intelligent is learning how to tolerate and accept boredom. I used to rebel against being bored and being ahead of the class. I would think: "this is all so eas…

It's better than being a fool. I've lived my life just on the edge of being capable of an original thought. I find it kind of agonizing. From your testimony and Throwaway's it seems most of your problems are due to externalities of other's comparative stupidity. An 8-foot tall man feels out of place in a world built for 5'10 people, through no fault of his own but also through no fault of the comparative midgets. We…

The stigma on Mensa is that the Mensa is an org of people who have accomplished nothing so they just brag about scoring high on a test 10-30 years ago.

There's no stigma around getting together with people to "make" or hack or do math or write an intelligent blog or do whatever smart thing you enjoy.

Re: Where Do the Failed 0.1% Go? (2015) [pdf]

#112

Post by fjdlwlv »

Frondo wrote: post #56
throwaway942 wrote: post #48

Earlier quoted context omitted.

Throwaway for obvious reasons. I do not mean this comment as a brag. Far from it. I am one of these people - I tested with an incredibly high IQ (nearly 200 at the time, though I know that fades). I graduated with a 4.2 GPA, and a 3.9 average (because on semester I chose to 'punish' my mother who was taking credit for my high grades, and got a D just to prove it) I have a very hard time with life in general. People b…

I have known/worked with a few people who, in confidence, expressed something similar to what you just said, about having to "dumb everything down" for everyone around them. They were bright, of course, I wouldn't quibble with that, but they were also really lousy communicators. It wasn't so much that everyone around them was just a dum-dum, but that they weren't very good at explaining things. They seemed to misattr…

Can be true but not the whole explanation. I have been told both that I am really good at explaining stuff to kids, and also that they aren't interested in hearing about some math puzzler I've been working on.

Re: Where Do the Failed 0.1% Go? (2015) [pdf]

#113

Post by fjdlwlv »

lordnacho wrote: post #102
narrator wrote: post #31

Warning! /r/iamverysmart post ahead! I normally wouldn't engage in this, as it's extremely poor manners and terribly arrogant, but it's on topic here and I think other potential /r/iamverysmart posters might benefit, so here goes: One of the problems of being intelligent is learning how to tolerate and accept boredom. I used to rebel against being bored and being ahead of the class. I would think: "this is all so eas…

I don't understand how you can be bored. I understand how dumb people can be bored; they think they know everything, and they never bother exploring. Every conversation is the same superficial baloney. I went to a world class university, having done math a year early and winning contests. It's very, very easy for me to find something I don't understand. There's always some course or wikipedia or something that I can'…

When a smart person gets bored, it's because their brain tells then it's not fun to enjoy simple pleasures that normies enjoy. There is no requirement to be dumb to enjoy watching sports, but some people can't enjoy it because "it's stupid". It's more an social-emotional disorder, an obsessive ambition for trying to do Important Things, than a problem with being too smart.

Re: Where Do the Failed 0.1% Go? (2015) [pdf]

#114

Post by wnevets »

fjdlwlv wrote: post #110
ryandrake wrote: post #81

Earlier quoted context omitted.

I don't know if it's unfortunate. It's certainly by design. The societal purpose of public schooling is to prepare the future service workers and corporate drones of America to follow procedures and not get too curious. The (pre-determined) future leaders of America have their own track with private/prep schools, tutors, and Ivy League higher-ed, where the focus/purpose is, I would imagine, very different.

This is a silly myth. The privileged upper class don't get a special better-designrf education, they get a professional network that puts them in power regardless of their education. There's no special high school class that teaches "skills for becoming a CEO or a Congressperson".

While true, those that come from real money aren't sitting a class room with 30+ other students.

Re: Where Do the Failed 0.1% Go? (2015) [pdf]

#115

Post by Gargoyle »

mikeash wrote: post #70
NegativeLatency wrote: post #26

Earlier quoted context omitted.

Yearly earnings is not the sole measure of success. I don't disagree with you completely, just want to make a point that you can have an unfulfilling job and still make a lot of money.

The article is talking about people who drop out of school or don't go to college in the first place, and can't hold down a job. 82% of Mensa members have a four-year degree, and their median income is above average. Their demographic is clearly not concentrated on people like this. I'm sure many of their members have unfulfilling jobs or unfulfilling lives, as is the case with many people in general, but that's a di…

Mensa is just the top 2%, though. The top 0.1% are to Mensa as Mensa is to society as a whole. For the reallllllly high IQ people, your average Mensa member can be the worst. Smart enough to know they're smart, but unable to see how much higher the scale goes

Re: Where Do the Failed 0.1% Go? (2015) [pdf]

#116

Post by tobyjsullivan »

I'm trying to figure out how realistic the mentioned concept of a "window of comprehension" actually is. This [paper? article? post?] only has one external reference - to another document from the same group[1]. That short document, in turn, makes unsupported claims that "Studies have shown that there is a “window of comprehension” of about 30 IQ points."

A quick Google search didn't provide anything further in support of the idea; just some references to the concept from the same group.

Is this a real thing? It would be fascinating if it were, for many different contexts.

[1] http://www.triplenine.org/portals/0/PublicDocs/Vidya/vidya_3...

Re: Where Do the Failed 0.1% Go? (2015) [pdf]

#117

Post by [deleted] »

tobyjsullivan wrote: post #116

I'm trying to figure out how realistic the mentioned concept of a "window of comprehension" actually is. This [paper? article? post?] only has one external reference - to another document from the same group[1]. That short document, in turn, makes unsupported claims that "Studies have shown that there is a “window of comprehension” of about 30 IQ points." A quick Google search didn't provide anything further in suppo…

[deleted]

Re: Where Do the Failed 0.1% Go? (2015) [pdf]

#118

Post by jdeibele »

sidek wrote: post #106
japhyr wrote: post #15

Teachers disliked him, because they knew how easily he picked up information. I'm a teacher, and this is one of the things that frustrates me deeply about our education system. I welcome students like this; they're so much fun to work with. But I usually have to make them feel accepted before I can begin to work with them. I teach in a small alternative high school, and by the time bright students get to me, they're…

My most distinct memory of early education is my grade seven teacher yelling at me, saying that he never wanted to see me read a book in his classroom ever again. I used to read books in class after I finished whatever trivial in-class work we had... apparently, this was more annoying to him than the kids who didn't do their work and loudly talked about their drug consumption.

Somewhere along the way in public school I learned to put my book in my lap and my head on the desk.

Evidently it was OK if I looked like I was asleep ...

Re: Where Do the Failed 0.1% Go? (2015) [pdf]

#119

Post by Gargoyle »

tobyjsullivan wrote: post #116

I'm trying to figure out how realistic the mentioned concept of a "window of comprehension" actually is. This [paper? article? post?] only has one external reference - to another document from the same group[1]. That short document, in turn, makes unsupported claims that "Studies have shown that there is a “window of comprehension” of about 30 IQ points." A quick Google search didn't provide anything further in suppo…

The footnote in the post also references this paper for the claim-

Intelligence and personal influence in groups: Four nonlinear models. Simonton, Dean K. Psychological Review, Vol 92(4), Oct 1985, 532-547

http://psycnet.apa.org/psycinfo/1986-14442-001

Re: Where Do the Failed 0.1% Go? (2015) [pdf]

#120

Post by mathperson »

wnevets wrote: post #114
fjdlwlv wrote: post #110

Earlier quoted context omitted.

This is a silly myth. The privileged upper class don't get a special better-designrf education, they get a professional network that puts them in power regardless of their education. There's no special high school class that teaches "skills for becoming a CEO or a Congressperson".

While true, those that come from real money aren't sitting a class room with 30+ other students.

no they also do so. its just that the class is more like 20 and the teacher is very good. -source have sat in public school (also a VERY well funded publisc school) class with friends with parent's net worth > 90 million
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